HR 3 Riser V. QEP Energy Case

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Overview

What are the legal implications of tests used by employers to make employment decisions such as hiring and promoting their employees?  These tests include, but are not limited to, drug tests, medical examinations, genetic tests, polygraphs,  skills, and physical fitness tests.  They all raise the potential of discrimination and invasion of privacy issues.  The first half of this module will cover relevant laws and HR practices that will minimize the potential for claims.  We will also explore possible defences against a claim related to employment testing.  The second half of this module will explore legal issues relating to selecting employees for hire and promotion. Topics to be covered include how employers can ensure that recruitment, selection, training, development, and other human resource practices do not reinforce or perpetuate systematic discrimination. We will also examine the pitfalls of discrimination, defences to discrimination claims, EEO issues, and best practices for hiring and promoting employees.

Instructions

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This module contains one discussion topic (Module 3. Non-medical tests ), and the Lewis v Heartland Inns of America Case Analysis . Required reading is Chapters 6 & 7.  Please complete reviewing all module contents, including the chapter readings and the notes before attempting these assessments. Discussions will be graded according to Grading Standards for Discussions. Detailed instructions for the case analysis assignment are available in the  Dropbox. This assignment will be grading according to Grading Standards for Exams and Written Assignments.

By the end of this module, student will be expected to be able to:

· Identlfy the common tests employers use and their purposes.

· Explain the legal consideration, which derive from various testing procedures

· Explain the elements of sound testing programs

· Identify and explain the statutory and regulatory limitations and requirements relating to employee testing

· Construct prima facie defences to a claim related to testing discrimination and invasion of privacy

· Identify and discuss the legal considerations in hiring and promoting employees

· Identify the significant legislation and common-law principles that govern affirmative action and elaborate on their requirements

· Explain when and why employers are required to take affirmative action

· Explain the requirements for affirmative action plans

· Explain the EEO issues connected with hiring and promotion

· Develop defenses to a claim of discrimination in hiring and promotion

· Propose best practices for fair hiring and promotion of employees

 

Instructions

  
Please review the module resources and Learning Objectives before proceeding with this assignment.

With respect to the Riser v. QEP Energy Case on page 451, respond to case Questions 1 – 5. Your case analysis should contain a cover page entitled with the case name and include reference section at the end. Each analysis paper should be 4-6 pages in length excluding the cover page and reference section.  This assignment should be prepared in 1.5 inch line spacing, 12 point Times New Romans or Arial font. Each written assignment should be submitted as a MS Word or PDF file as “ Riser v. QEP Energy ”

Rubic_Print_Format

Course Code Class Code Assignment Title Total Points
ECE-540 ECE-540-O500 Emergent Literacy Brochure 60.0
Criteria Percentage No Submission (0.00%) Insufficient (69.00%) Approaching (74.00%) Acceptable (87.00%) Target (100.00%) Comments Points Earned
Criteria 100.0%
Emergent Literacy 15.0% Not addressed. Inadequate explanation of emergent literacy and its importance for reading development is explained. Vague explanation of emergent literacy and its importance for reading development is explained. Proper explanation of emergent literacy and its importance for reading development is explained. Insightful explanation of emergent literacy and its importance for reading development is explained.
Whole Language: Characteristics and Theories 10.0% Not addressed. Description of the characteristics of the whole language approach is incorrect. Supporting theories/theorists are incomprehensively explained. Description of the characteristics of the whole language approach is lacking detail. Supporting theories/theorists are minimally explained. Description of the characteristics of the whole language approach is accurate. Supporting theories/theorists are competently explained. Description of the characteristics of the whole language approach is comprehensive. Supporting theories/theorists are expertly explained.
Whole Language: Meet Learner Differences and Activities 10.0% Not addressed. Explanation of how the whole language approach meets learner needs is unconvincing. At-home activities are implausible and poorly explained. Explanation of how the whole language approach meets learner needs is underdeveloped. At-home activities are superficial and vaguely explained. Explanation of how the whole language approach meets learner needs is logical. At-home activities are relevant and clearly explained. Explanation of how the whole language approach meets learner needs is compelling. At-home activities are creative and thoroughly explained.
Phonics Approach: Characteristics and Theories 10.0% Not addressed. Description of the characteristics of the phonics approach is incorrect. Supporting theories/theorists are incomprehensively explained. Description of the characteristics of the phonics approach is lacking detail. Supporting theories/theorists are minimally explained. Description of the characteristics of the phonics approach is accurate. Supporting theories/theorists are competently explained. Description of the characteristics of the phonics approach is comprehensive. Supporting theories/theorists are expertly explained.
Phonics Approach: Meet Learner Differences and Activities 10.0% Not addressed. Explanation of how the phonics approach meets learner needs is unconvincing. At-home activities are implausible and poorly explained. Explanation of how the phonics approach meets learner needs is underdeveloped. At-home activities are superficial and vaguely explained. Explanation of how the phonics approach meets learner needs is logical. At-home activities are relevant and clearly explained. Explanation of how the phonics approach meets learner needs is compelling. At-home activities are creative and thoroughly explained.
Integrated Approach: Characteristics and Theories 10.0% Not addressed. Description of the characteristics of the integrated approach is incorrect. Supporting theories/theorists are incomprehensively explained. Description of the characteristics of the integrated approach is lacking detail. Supporting theories/theorists are minimally explained. Description of the characteristics of the integrated approach is accurate. Supporting theories/theorists are competently explained. Description of the characteristics of the integrated approach is comprehensive. Supporting theories/theorists are expertly explained.
Integrated Approach: Meet Learner Differences and Activities 10.0% Not addressed. Explanation of how the integrated approach meets learner needs is unconvincing. At-home activities are implausible and poorly explained. Explanation of how the integrated approach meets learner needs is underdeveloped. At-home activities are superficial and vaguely explained. Explanation of how the integrated approach meets learner needs is logical. At-home activities are relevant and clearly explained. Explanation of how the integrated approach meets learner needs is compelling. At-home activities are creative and thoroughly explained.
Organization of Brochure 10.0% Not addressed. An attempt is made to organize the content, but the sequence is indiscernible. The ideas presented are compartmentalized and may not relate to each other. The content is partially organized, generally providing the audience with a sense of the main idea. The content is logically organized. The ideas presented relate to each other. The content provides the audience with a clear sense of the main idea. The content is well organized. There is a sequential progression of ideas that relate to each other. The content is presented as a cohesive unit. Provides the audience with an in-depth sense of the main idea.
Mechanics of Writing (includes spelling, punctuation, grammar, language use) 10.0% Not addressed. Surface errors are pervasive enough that they impede communication of meaning. Inappropriate word choice or sentence construction are used. Submission includes mechanical errors, but they do not hinder comprehension. Effective sentence structures are used, as well as some practice and content-related language. Submission is largely free of mechanical errors, although a few are present. A variety of effective sentence structures and figures of speech are used, as well as appropriate practice and content-related language. Submission is virtually free of mechanical errors. Word choice reflects well-developed use of practice and content-related language. Sentence structures are varied and engaging.
Documentation of Sources (citations, footnotes, references, bibliography, etc., as appropriate to assignment and style) 5.0% Not addressed. Documentation of sources is inconsistent and/or incorrect, as appropriate to assignment and style, with numerous formatting errors. Sources are documented, as appropriate to assignment and style, although some formatting errors are present. Sources are documented, as appropriate to assignment and style, and format is mostly correct. Sources are completely and correctly documented, as appropriate to assignment and style, and format is free of error.
Total Weightage 100%